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National Center on Secondary Education and Transition: Creating opportunities for youth with disabilities to achieve successful futures.

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Juvenile Justice

Emerging & Promising Practices


Australian Human Rights and Equal Opportunity Commission – Human Rights Brief 5: Best Practice Principles for the Diversion of Juvenile Offenders

This best practice checklist provides a guide for practitioners for alternatives to detention of juvenile offenders.

Families and Schools Together (FAST)

Families and Schools Together (FAST) is a multifamily group intervention designed to build protective factors for children (4-12 years old) and empower parents to be the primary prevention agents for their own children. Dr. Lynn McDonald developed FAST in 1988 to serve teacher-identified, at-risk 5- to 12-year-old elementary school youth and their families; however, universal recruitment is now the recommended strategy. A collaborative team of parents, trained professionals and school personnel recruit then deliver FAST program components to 5 to 25 families at a time. Team members do not lecture at FAST, but structure highly participatory, research-based activities with turn taking, experiential learning, and parent support. Since its beginnings in Madison, Wisconsin, the FAST program is now implemented regularly nationally in 45 U.S. states and internationally in five countries (Canada, Germany, Australia, Austria, and Russia).

Pennsylvania Council of Children, Youth, and Family Services (PCCYFS)

A model of providing juvenile justice services based on restorative justice techniques. Offenders are held accountable for the offenses they committed and are required to repair the harm they caused. Offenders make restitution and participate in community service that is restorative to the victim and community while providing offenders opportunities for competency development. Victims are invited to participate throughout the juvenile justice process and are kept informed of the status and location of the individual juveniles who victimized them. The needs and rights of the victims, communities and offenders must receive balanced attention. An effective continuum of interventions best supports positive outcomes and reduces recidivism rates.

Rutherford, R. B., Jr., Quinn, M. M., Leone, P. E., Garfinkel, L., & Nelson, C. M. (2002). Education, disability, and juvenile justice: Recommended practices. Fourth CCBD mini-library series: Addressing the diverse needs of children and youth with emotional/behavioral disorders—programs that work. Virginia, US: Council for Children with Behavioral Disorders.

This monograph examines issues associated with the problems of children and youth with disabilities in the justice system. Chapters focus on prevention, educational services for youth in juvenile correctional facilities, transition planning and practices when youth transfer between facilities, and family involvement and advocacy.

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This page was last updated on January 12, 2022.